Exploring First-Year Students’ Experience with Cadaver-Based Learning: A Qualitative Study

https://doi.org/10.22146/jpki.84225

Janti Pare Nari(1*), Yuniasih Mulyani Jubeliene Taihuttu(2), Christiana Rialine Titaley(3), Maxwell Landri Vers Malakauseya(4), Claudia Igreya Pattipeilohy(5)

(1) Faculty of Medicine Universitas Pattimura
(2) Faculty of Medicine, Universitas Pattimura
(3) Faculty of Medicine, Universitas Pattimura
(4) Faculty of Medicine, Universitas Pattimura
(5) Faculty of Medicine, Universitas Pattimura
(*) Corresponding Author

Abstract


Background: Students usually experience deep emotional reactions and mixed feelings during the first encounter with the cadaver. These affective and emotional aspects were the important elements in forming the professional and medical integrity. This study aimed at exploring the first-year medical students' experience with cadaver-based learning in the Faculty of Medicine Pattimura University, Ambon, in the academic year of 2019/2020.

Methods: Using a qualitative method, this study was conducted in December 2019. There were 42 informants: first-year students, senior students, and anatomy laboratory assistants. Data were collected using focus group discussion (FGD) and in-depth interviews.

Results: Before attending class in the anatomy laboratory, our study informants experienced mixed feelings, including feeling attracted, curious, tensed, worried, anxious and even afraid. When they were in the middle of the class session in the laboratory, there were some physical reactions such as nausea, dizziness, and eye and nose sore due to the scent of formaldehyde. Our informants admitted they were also anxious and afraid of their first encounter with the cadaver. Emotional reactions, however, declined after repeated exposures to the anatomy laboratory. After participating in anatomy class, the informants mentioned that learning with cadavers increased their interest in anatomy.

Conclusion: Overall, informants had a thrilling experience in the cadaver-based learning inside the anatomy laboratorium. Efforts to introduce the learning session early, even before the class starts, will be beneficial to prepare the students, in addition to the company of lecturers and anatomy laboratory assistants during class.


Keywords


cadaver-based learning, anatomy, emotional reactions, physical reaction

Full Text:

PDF


References

  1. Lalit M, Piplani S, Mahajan A, Arora AK. Attitude and Response of First-Year Medical Students Toward Cadaver, Dissection, and Subject of Anatomy: A Qualitative Study. Curr Trends diagnosis Treat. 2018;2(2):121–9.

  2. Alhassan A, Majeed S. Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum. Anat Res Int. 2018;1–7.

  3. Chang H, Kim HJ, Rhyu IJ, Lee Y, Uhm C. Emotional experiences of medical students during cadaver dissection and the role of memorial ceremonies : a qualitative study. BMC Med Educ. 2018;18(225):1–7.

  4. MEU FK Unpatti. Tingkat Kelulusan Mahasiswa Semester I Ujian Anatomi Tahun ajaran 2014/2015 - 2016/2017. Ambon; 2019.

  5. Smith CF, Alvarez CM, Mchanwell S. The context of learning anatomy: does it make a difference? J Anat. 2014;224(3):270–8.

  6. Jaiswal R, Sathe S, Gajbhiye V, Sathe R. Students Perception on Methods of Anatomy Teaching and Assessment. Int J Anat Res. 2015;3(2):1103–8.

  7. Van Wyk J, Rennie C. Learning Anatomy Through Dissection : Perceptions of a Diverse Medical Student Cohort. Int J Morphol. 2015;33(1):89–95.

  8. Dennis J. Usefulness of a Cadaver-Based Dissection Course as Perceived by Matriculants in a Professional School. HAPS Educ. 2022;26(1):18–25.

  9. Farey JE, Bui DT, Townsend D, Sureshkumar P, Carr S, Roberts C. Predictors of confidence in anatomy knowledge for work as a junior doctor: A national survey of Australian medical students. BMC Med Educ. 2018;18(1):1–8.

  10. Bakr MM, Thompson CM, Massadiq M. Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics. Anat Sci Educ. 2017;10(4):395–404.

  11. Jeyakumar A, Dissanayake B, Dissabandara L. Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future. Anat Sci Educ. 2020;13(3):366–80.

  12. Naderifar M, Goli H, Ghaljaie F. Snowball Sampling: A Purposeful Method of Sampling in Qualitative Research. Strides Dev Med Educ. 2017;14(3):1–6.

  13. Bernhardt V, Rothkötter H, Kasten E. Psychological stress in first year medical students in response to the dissection of a human corpse. GMS Z Med Ausbild. 2012;29(1):1–17.

  14. Scott JL, Moxham BJ, Rutherford SM. Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules. J Anat. 2014;(224):286–95.

  15. Sturges D, Maurer TW, Allen D, Gatch DB, Shankar P. Academic performance in human anatomy and physiology classes: A 2-yr study of academic motivation and grade expectation. Adv Physiol Educ. 2016;40(1):26–31.

  16. Asad MR, Asghar A, Tadvi N, Ahmed MM, Nazeer M, Amir KM, et al. Medical Faculty Perspectives Toward Cadaveric Dissection as a Learning Tool for Anatomy Education: A Survey Study in India. Cureus. 2023;15(4):1–14.

  17. Sinha M, Ghate J, Chatur DK, Sinha R. Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology. Int J Sci Reports. 2017;3(2):22–6.

  18. Deepak KK, Umran Al-Umran K, Al-Sheikh MH, Al-Rubaish A. The Influence of Gender on Undergraduate Performance in Multiple Choice Testing in Clinical Disciplines at University of Dammam, Saudi Arabia. Al Ameen J Med Sci. 2011;4(2):123–30.

  19. Abdel Meguid EM, Smith CF, Meyer AJ. Examining the Motivation of Health Profession Students to Study Human Anatomy. Anat Sci Educ. 2019;13(3):343–52.

  20. Hakan K, Münire E. Academic Motivation: Gender, Domain and Grade Differences. Procedia - Soc Behav Sci [Internet]. 2014;143(1):708–15. Available from: http://dx.doi.org/10.1016/j.sbspro.2014.07.469

  21. Karau PB, Wamachi A, Ndede K, Mwamisi J, Ndege P. Perception to cadaver dissection and views on Anatomy as a subject between two pioneer cohorts in a Kenyan Medical School. Anat J Africa. 2014;3(2):318–23.

  22. McNulty MA, Lazarus MD. An anatomy pre-course predicts student performance in a professional veterinary anatomy curriculum. J Vet Med Educ. 2018;45(3):330–42.

  23. Chan LK, Pawlina W. Teaching Anatomy. New York: Springer International Publishing; 2015.

  24. Abdel Meguid EM, Khalil MK. Measuring medical students’ motivation to learning anatomy by cadaveric dissection. Anat Sci Educ. 2017;10(4):363–71.

  25. Wisenden P, Budke K, Klemetson C. Emotional response of undergraduates to cadaver dissection. Clin Anat. 2018;31(2):224–30.

  26. Poddar J, Saha N, Debnath J. Physical and Psylogical Effects Towards cadaveric Dissection Among First Year Medical Strudents. Int J Curr Res. 2015;7(12).

  27. Majerník J, Szerdiová L. Preparation of Medical Students for Cadaveric Anatomy using Multimedia Education Tools. In: The International Conference on Information and Digital Technologies 2017. 2018. p. 252–5.

  28. Manyacka P, Nyemb M. Learning Strategies of Anatomy in First and Second Years of Medical Studies. SM J Clin Anat. 2018;2(2):2–4.

  29. Romi MM, Arfian N, Sari DCR. Is Cadaver Still Needed in Medical Education? J Pendidik Kedokt Indones Indones J Med Educ. 2019;8(3):105.

  30. Mutalik M, Belsare S. Methods to learn human anatomy : perceptions of medical students in paraclinical and clinical phases regarding cadaver dissection and other learning methods. Int J Res Med Sci. 2016;4(7):2536–41.

  31. MM M, Crown, W YD. Managing Emotions in the Face of Death : Human Cadavers , Emotions and Anatomy Education in Medical Trainees. J Heal Sci Educ. 2018;2(5):1–3.

  32. Dissabandara LO, Nirthanan SN, Khoo TK, Tedman R. Role of cadaveric dissections in modern medical curricula: A study on student perceptions. Anat Cell Biol. 2015;48(3):205–12.

  33. Wainman B, Aggarwal A, Birk SK, Gill JS, Hass KS, Fenesi B. Virtual Dissection: An Interactive Anatomy Learning Tool. Anat Sci Educ. 2021;14(6):788–98.

  34. Ogut E, Senol Y, Yildirim FB. Do learning styles affect study duration and academic success? Eur J Anat. 2017;21(3):235–40.

  35. Reid S, Shapiro L, Louw G. How Haptics and Drawing Enhance the Learning of Anatomy. Anat Sci Educ. 2019;12(2):164–72.

  36. Losco CD, Grant WD, Armson A, Meyer AJ, Walker BF. Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44. Med Teach [Internet]. 2017;39(3):234–43. Available from: http://dx.doi.org/10.1080/0142159X.2016.1271944

  37. Hernandez JE, Vasan N, Huff S, Melovitz-Vasan C. Learning Styles/Preferences Among Medical Students: Kinesthetic Learner’s Multimodal Approach to Learning Anatomy. Med Sci Educ. 2020;30(4):1633–8.

  38. Saltarelli AJ, Roseth CJ, Saltarelli WA. Human cadavers Vs. multimedia simulation: A study of student learning in anatomy. Anat Sci Educ. 2014;7(5):331–9.

  39. Incedayı N. The Impact of Using Multimedia Technologies on Students Academic Achievement in the Bakirköy Final College. Int J Humanit Soc Sci Educ. 2018;5(1):40–7.

  40. Qamar K, Ahmad A, Ashar A. Comparison Of Learning Anatomy With Cadaveric Dissection And Plastic Models By Medical Students. 2015;64(2):219–24.



DOI: https://doi.org/10.22146/jpki.84225

Article Metrics

Abstract views : 500 | views : 539

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Janti Pare Nari, Yuniasih Mulyani Jubeliene Taihuttu, Christiana Rialine Titaley, Maxwell Landri Vers Malakauseya, Claudia Igreya Pattipeilohy

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats